Common Core Vocabulary Task

Currently, I teach 6th 8th grade Literature and 6th-8th grade Language Skills at a K-8 Parochial
School. Below, I have listed several literary elements as well as academic vocabulary, which will provide
the foundation for literary discussions in my eighth grade English classroom. This activity was used as a
means of review at the beginning of the school year in a manner that excites students. The purpose of this
is to ascertain what information the students still recall from the previous academic school year as well as
introduce a few new academic vocabulary that will reappear often throughout this school years
curriculum.
Though I used this activity as a means of review prior to beginning my next unit, this activity can
be easily adapted to be used as a comprehension check during a unit of study or as a review prior to a
summative assessment. I have found that when students know we will be reviewing in this manner they
are more likely to prepare prior to class, which lowers their affective filter. Additionally, since students
prepare a little each night leading up to this activity, positive results can be seen on their assessment
scores.
Tier III Vocabulary: Low-Frequency/Context-Specific Vocabulary
Metaphor
Simile
Foreshadowing
Theme
Conflict
Tier II Vocabulary: High Frequency/Multiple Meaning Vocabulary
Analyze
Compare
Contrast
Characterize
Illustrate
Justify
Tier I Vocabulary: Basic Vocabulary
Plot
Setting
Character

Activity: Vocabulary Relay

Materials needed:
Index cards
Pen
Prior to class:
1. On 14 index cards, write one vocabulary word on the front of each card.
2. On the 15th index card, draw a star and a definition of one of the words on the backside of
the card.

3. Randomly write the definitions of the outstanding vocabulary words on the blanks sides of
the remaining cards. Make sure to mix up the definitions so that the definition is not on the
same card as the vocabulary word it matches.
4. At this point, you should have one card with only a vocabulary word on it. Draw a star on the
backside of this card in lieu of a definition.
5. If you have done this correctly, you should have:
13 index cards with a vocabulary word that does not match the definition written
on the backside of the cards
1 index card with a star on one side and a definition on the backside (starting
card)
1 index card with a vocabulary word on one side and a star on the backside
(ending card)
During Class:
1. Select 15 students
2. Hand each student a card
3. The students should remain in their seats at this time
4. When the teacher gives the signal and begins his or her stopwatch, the student with the
starting card (star on one side, definition on the other) runs the front of the room and then
reads their definition.
5. The student with the card that has the vocabulary word that matches that definition comes to
the front of the room, turns their card over and reads the definition on their card.
6. The student with the card that has the vocabulary word that matches that definition comes to
the front of the room, turns their card over and reads the definition on their card.
7. Repeat step 6 until the student with the fifteenth card (vocabulary word on one side, star on
the other side) reaches the front of the room and stop stopwatch.
Depending on the class size, it is also fun to split the class into two groups and have them
compete to see who can get the best time. This could also be used as a competition between
different classes if you teach more than one period of the same class subject. For example, in a
science classroom, when studying the periodic table, the atomic number and/or symbol can be
placed on one side of the index card and the name of the element on the other side. Additionally,
in math, this can be altered to include equations and their formula names.
Caution: With a more rambunctious class, it is advisable to either take the game outdoors or allow
students to remain seated.